“It’s a Tool, Not a Crutch”: Developing AI Literacy and Self-Efficacy via GenAI Scenario Intervention

• In Event: Preservice Teachers and Generative AI: Impacts on AI Literacy, Instructional Design, and Critical Thinking

Abstract

This study investigates the impact of a Generative AI (GenAI) scenario-based learning intervention on pre-service teachers' (PSTs) self-efficacy and AI literacy in Ireland. The research addresses challenges and opportunities posed by GenAI in education, exploring AI literacies required by teachers. The intervention, involving Microsoft’s Co-Pilot, aimed to enhance self-efficacy and AI literacy through a workshop-based approach. The study adopted an explanatory sequential mixed methods approach. Quantitative data indicated modest increases in self-efficacy and significant improvements in AI literacy among participants. Qualitative data revealed positive perceptions of the intervention, highlighting its utility in generating practical teaching strategies and increasing AI awareness. Preliminary results suggest potential for broader application in teacher education to foster critical AI competencies.

Authors

• Keith Young, Mary Immaculate College

• John Meegan, National University of Ireland - Maynooth